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HELP® for Grammar
Ages: 8-Adult   Grades: 3-Adult

You'll keep coming back to this book of grammar lessons.  Its large scope and timeless content is appropriate for a broad range of language disorders in children and adults.


  • Become proficient in grammar skills, from the basic parts of speech to more advanced parts of speech, like direct objects and prefixes/suffixes. 
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Written in the widely-acclaimed format of the HELP series, these lessons have:

  • goal-driven activities
  • gradual increase in complexity within and between activities
  • application to developmental and acquired language disorders

Get an expansive range of grammar skills and exercises in one book.  The lessons can be used for oral and written language skills. 

Learn about common nouns, proper nouns, and regular and irregular plural nouns.  Discriminate between common and proper nouns and plural and possessive forms.  Categorize nouns and identify nouns and subjects in sentences.

Identify pronouns including possessive pronouns and referent pronouns.

Identify adjectives and match them with nouns.

Identify verbs and understand noun-verb agreement.  Use helping verbs, regular and irregular past tense verbs, and future tense verbs.  Use negatives with verbs and form contractions. 

Identify adverbs and match them with verbs.

Direct Objects
Identify objects and compound objects.  Match verbs with objects.

Identify prepositions and match objects with prepositions.

Discriminate questions from statements.  Ask wh-, can, and may questions.  Change word order to form questions.

Conjunctions, Interjections, Prefixes, and Suffixes
Identify conjunctions, interjections, prefixes, and suffixes.  Tell how prefixes and suffixes change word meanings.

Applying Grammar Skills in Context
Use new grammar skills in sentences.  Manipulate parts of speech in grammatically correct ways, while taking the context into consideration. 


Copyright © 1995

191 pages, IEP goals, answer key

I love Help for Grammar!  It gives plenty of practice exercises for my students.  They do not have to struggle to understand as they complete the exercises.  Therefore, they are able to learn the subject matter rather than struggle with reading comprehension.  I look forward to my next order!

Kristina Sylvester, SLP
Rex, GA

The HELP books are all superior products that go the extra mile to help children with special needs.  Thank you!

Mary Fratianni, Special Needs Coordinator
Port Jefferson Station, NY


  • A study by Feng and Powers (2005) found that grammatical mini-lessons targeting students' error patterns resulted in improved short- and long-term accuracy.
  • In contrast to spoken language, written language is a more concrete, permanent modality for working on sentence structure (ASHA, 2001).
  • SLPs should scaffold their instruction of syntactic structures to help students express complex thoughts coherently (Nippold, Mansfield, & Billow, 2007).
  • Therapy may target the comprehension and production of complex, as well as simple sentence forms (Taylor-Goh, 2005).

HELP for Grammar incorporates these principles and is also based on expert professional practice.


American Speech-Language-Hearing Association (ASHA). (2001).  Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents  [Guidelines]. Retrieved June 10, 2009, from

Feng, S., & Powers, K. (2005). The short- and long-term effect of explicit grammar instruction on fifth graders' writing. Reading Improvement, 42(2), 67-72.

Nippold, M.A., Mansfield, T.C., & Billow, J.L. (2007). Peer conflict explanations in children, adolescents, and adults: Examining the development of complex syntax. American Journal of Speech-Language Pathology, 16, 179-188.

Taylor-Goh, S. (2005). Royal college of speech and language therapists: Clinical guidelines. United Kingdom: Speechmark.


Andrea M. Lazzari


Andrea M. Lazzari, Ed. D., has worked as a speech-language pathologist in the public schools, in a community clinic, and in private practice.  She has also been a teacher of preschool students with disabilities and the supervisor of Early Childhood Special Education Programs for the state of Virginia.  HELP for Grammar is Andrea's sixteenth publication with LinguiSystems.  She is also the author of Just for Adults and co-author of 125 Ways to Be a Better Test Taker, Test Right, HELP 1, HELP 2, HELP 3, HELP 4, HELP 5, HELP 1 & 2 Language Pictures, HELP 3 & 4 Language Pictures, HELP 1 & 2 Language Game, HELP 3 & 4 Language Game, HELP Elementary, HELP for Auditory Processing, and HELP for Word Finding.



Grammar is the basic rules that provide a common structure for our language.  It enables us to communicate effectively when speaking or writing.  While there are different "grammars" used by speakers of English in various countries and in different regions of any one country, the basic grammar of our language enables us to communicate across geographical boundaries by providing us with a standard form for conveying our messages.

HELP for Grammar has been written in response to requests from the field for a product that addresses grammar skills in both oral and written language.  HELP for Grammar encompasses a range of skill levels and provides numerous opportunities for practice of basic concepts.  Items have been written with a variety of clients and client needs in mind.  It reflects the practical knowledge and experiences of both children and adults and is appropriate for grade 3 through adult levels.

HELP for Grammar includes diverse exercises to acquaint or re-acquaint clients with basic grammar skills for parts of speech, including nouns, pronouns, adjectives, verbs, adverbs, prepositions, and conjunctions.  Additional tasks also give practice using these parts of speech in sentence contexts as subjects, verbs, objects, and modifiers.  A separate unit features prefixes and suffixes, teaching clients to think about how each affix adds meaning to a word.  Definitions or descriptors of each targeted grammatical form are presented at the beginning of each task as quick reminders for both clients and clinicians.

The Applying Grammar Skills in Context unit offers additional ways to practice the basic grammatical skills from earlier sections.  The Grammar Activities may also be used to expand and reinforce general grammar skills in context.


How to use the tasks in HELP for Grammar:

  • Since grammar skills are necessary in both oral and written communication, the exercises in this book are intended to be used both as oral tasks and as written worksheets.  Use your clinical judgment to decide which way to present the tasks to individual clients.
  • The ages and skills of the children or adults you see will vary, so use your clinicial judgment to decide which portions of each section to use with individual clients.
  • Many repetitions of items may be necessary before target accuracy levels are reached.  Keep track of performance on the specific items you determine to be within your client's ability range.
  • Use your own discretion in resolving differences between the standard grammatical forms presented herein and non-standard grammatical forms which may be part of your client's dialect.
  • Use the Answer Key with caution, accepting other logical responses as correct where appropriate.
  • Strive to achieve carryover of target grammatical forms in conversation and in daily home and classroom activities through constant repetition, questioning, stressing of specific concepts, and reinforcement.  These exercises may be successfully used by family members and paraprofessionals with your guidance.  Communication between home and the therapy setting is essential if carryover is to be effective.  Carryover is critical to derive maximum benefit from the HELP approach.

As you add HELP for Grammar to your professional library, I hope that it will provide you with a practical tool that will enable you to effectively address your clients' needs for developing and refining their grammar skills.